Annual Report Minnetonka Public Schools

2017 ANNUAL REPORT MINNETONKA PUBLIC SCHOOLS

A letter from the Superintendent We strive to keep members of our great community informed about their schools, including the many successes of our students and the challenges the District faces. This annual report is intended to consolidate the highlights for easy reference, to show you how well your tax dollars are being used and how your incredible support is being rewarded. 2016-17 has been another incredibly successful year! The performance of our students keeps reaching new heights each year. There seems to be no limit to what they can do. For example, the average ACT Composite score reached a new height at 27.5. The average Minnetonka 15-year-old out performs the average student in every country in the world in Math, Reading and Science by a significant margin. We have moved from having our first National AP Scholar 13 years ago to 58 this year. The SAT average reached a new all-time high for Minnetonka. The average fifth grader scores above the national average of “Beyond Eleventh Grade.” And, the number of students taking rigorous high school courses has skyrocketed. Innovations continue to provide fuel for even higher achievement in the future. Minnetonka Research, Navigator, Tonka Online, VANTAGE, Spanish and Chinese Immersion and Coding are just some of the programs enabling high success. All of these academic achievement levels reflect a far greater economic impact by our students on the future of our country. Our students are thriving in many areas of our program that are not measured by national tests. The support of this wonderful community enables all of this success. Thank you! Respectfully, Dr. Dennis L. Peterson

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2017-18 District Goals Each year, the Minnetonka School Board adopts specific goals to ensure long-term educational excellence for all students.

GOAL Student Well-Being #1 The well-being of students is a priority for families and the District. In 2017-18, the District will create and implement a plan that supports parents’ desires to have their students be socially and emotionally strong and provides the appropriate level of support to students for their academic, social and emotional well-being. This plan will be presented to the Board by April 15, 2018.

GOAL Workforce of Tomorrow #2 Over the course of five years, the District will complete and implement a plan that assures an on-going supply of outstanding teachers, administrators and support staff to serve students throughout their years in the District. Year one of this five-year goal will focus on identification of the resources required. The articulation of these resources will be presented to the Board by June 1, 2018.

GOAL Deep Implementation of Strategic Programs #3 Ensure deep systemic implementation of recently launched strategic programs to ensure that Minnetonka commitments to student achievement and experience, as well as instructional framework and content, are successfully accomplished. The programs will be holistically reviewed utilizing the adopted School Board Innovation Criteria no later than May 1, 2018. The programs include Pathways, Tonka Online, Science Research, Immersion and Tonka Codes.

GOAL Expand Experiential and Inquiry-Based Learning #4 The District will provide a broad array of experiential and inquiry-based learning opportunities for E-12 students to enable them to strengthen their learning, increase their interest and enhance their motivation for learning. The goal for 2017-18 is to identify a roadmap for incorporating experiential and inquiry-based learning throughout the system. A report will be made to the Board by May 1, 2018 to identify and detail a plan/roadmap.

District Vision Defining the direction in which to lead the Minnetonka Public School District is the duty of the School Board, as elected representatives of the District. Their hard work in crafting that vision and fostering its fulfillment ensures the legacy of excellent teaching, exceptional student achievement, and outstanding fiscal management will continue. Please download a copy of the School Board’s Our Vision for the Future that defines our District's commitment to world-class, child-centered education for every student at www.minnetonkaschools.org/vision.

Pam Langseth Lisa Wagner Heidi Garcia John Holcomb Mark Ambrosen Katie Becker Lisa Sumner School Board Chair School Board Vice Chair School Board Clerk School Board Treasurer School Board Director School Board Director School Board Director

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ACT® Achievement The ACT Test is used by colleges and universities as a reliable and consistent measure of academic preparedness. For high school students, an ACT score is a key to opportunity, influencing college admissions, scholarships and more. Congratulations to the 9 Minnetonka High School Class of 2018 students, at right, who earned a top score of 36 on their ACT exam. In 2017, there are only 79 students in Minnesota with this score. There are also 22 students with a score of 35 and 27 students with a Saahil Chadha Alexander Ewald Hanna Gimse score of 34, in the Minnetonka School District. The average ACT Composite score for the Class of 2017 reached a new height at 27.5. The chart, below, 36.0 shows the steady progress District students have made nine students from the Class of 2018 over the last several years as a result of intentional have earned this focus on providing Minnetonka students a world-class top score education.

28 27.5 Natalie Lowry Julia Luehr

26.9 27 26.7 26.5 26.3

26 25.7 25.6 25.5 25.3

25 24.6 Aberdeen Morrow Benjamin Olson 24

23.1 23

22 2001 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Elena Romashkova Andrew Walker

33.8 32.4 29.8 the average ACT score the average ACT score the average ACT score for the Top 100 for the Top 200 for the Top 400 students students students

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National Merit Semifinalists IB Diploma Graduates Congratulations to Minnetonka's 17 National Merit Semifinalists and Congratulations! These students 31 Commended students from the Class of 2018! in the Class of 2017 earned the International Baccalaureate (IB) Diploma:

David Allen Maren Beauchamp Patrick Brady Lauren Brown Matthew Burg Greta Cutts Hannah Dillahunt Miles Irmer Back row, l-r: Principal Jeff Erickson, Evelyn Armstrong, Alexander Ewald, Oliver Calder, Will Murphy Vossberg, Joseph Melander, Zachary Ambrosen, Saahil Chadha and Derrick Loke. Sether Johnson Front row, l-r: Andrew Walker, Adalee Gill, Hanna Gimse, Amanda Tahnk-Johnson, Sunhyoung Bang, Elena Romashkova, Aberdeen Morrow and Luke Bunday (not pictured, Wyatt Singh). Emily Kasprick International Leaders Gabriel Kopendakha Top-ranked in reading, science and math on the world stage Jessica Larsen The results of the 2017 OECD test for American fifteen year-old students have been released along with comparisons with other countries using the comparable PISA test. Amazingly, if Phoebe Limond Minnetonka were a country, it would rank number one in Math, Reading and Science when Parker Magid compared with top performing countries around the world. The results are shown in the graphic below. Sydney Maxwell This year, Chinese administrators chose their students from a group of cities and regions Mari Mazarguil* named B-S-J-G, after Beijing, Jiangsu, Guangdong and Shanghai. Previously, Chinese authorities had chosen Shanghai as mainland China’s sole representative, whose students Jessica Morris finished at the top of all three subject areas in both the previous two PISA studies in 2012 and Keara Murphy 2009. Furthermore, the sampling done on mainland China (Beijing, Jiangsu, Guangdong and Shanghai) and other cities was taken from the very best schools, and the very best students Lauren Otolski were “cherry-picked” from those schools. Rithvich Ramesh READING MATH SCIENCE Mia Rogneby Minnetonka 542 minnetonka 584 Minnetonka 565 Singapore 535 Singapore 564 Singapore 556 Max Rosen Hong Kong 527 hong kong 548 Japan 538 Canada 527 Japan 532 Finland 531 Margaux Vereecken Finland 526 B-S-J-G (China)* 531 Canada 528 korea 517 korea 524 Hong Kong 523 japan 516 canada 516 b-s-j-g (China)* 518 *IB Bilingual Diploma Germany 509 finland 511 Korea 516 australia 503 Germany 506 australia 510 United Kingdom 498 australia 494 Germany 509 United States 497 United Kingdom 492 United Kingdom 509 B-S-J-G (China)* 494 United States 470 United States 496 Brazil 407 Brazil 377 Brazil 401

*B-S-J-G (China) - Beijing, Shanghai, Jiangsu, Guangdong 5 MINNETONKA PUBLIC SCHOOLS Advanced Placement Scholars The following students from the 2017-2020 graduating classes have earned an Advanced Placement Scholar designation as of spring 2017. NATIONAL AP AP SCHOLARS AP SCHOLARS AP SCHOLARS SCHOLARS WITH DISTINCTION WITH HONOR Granted to students who receive Granted to students who receive Granted to students who receive Granted to students who receive scores of 3 or higher on 3 or more an average score of at least 4.0 on an average score of at least 3.5 on an average score of at least 3.25 on AP exams. all AP exams taken, and scores of all AP exams taken and scores of all AP exams taken and scores of 4 or higher on 8 or more exams. 3 or higher on 5 or more exams. 3 or higher on 4 or more exams.

NATIONAL AP Benjamin Helgeson Natalie Esh Madelyn Smerillo Katelyn Lannom Susan Foster SCHOLARS Owen Heupel Emily Fahlsing* Carter Smiley Hugo Ligthart Meili Gong Elliot Heyman Desmond Fung Katherine Su Alexis McGrath Connor Hansen CLASS OF 2017 Derrick Loke Hannah Gerton Tillian Teske Peter McLinn Annika Hendrickson Tyler Allen Natalie Lowry Linnea Gilbertson Brendan Train Brigitte Montminy Christian Hilgemann Martha Barnard Julia Luehr Richard Graham Rebecca Tran Aberdeen Morrow Charles Horn Grace Bonde Jagmehr Madan Margaret Guo Paige Tuttle Minh Nguyen Jihyun Hwang Marco Conati Joseph Melander Burton Hedstrom Lane Vugteveen Harrison Noll Nicholas Kachkovsky Lindsey Dobbins Will Murphy Vossberg Madison Herfurth Courtney Wassenaar Richard Nordvold Joshua Levy Andrew Dutton Grant Ogilvie Jacob Hermann Renna Weas Olivia O'Brien Illya Lyadov Justyn Fine Annika Quam Amelia Johnson Jeffrey Week Aidan O'Donnell Dean Matteson William Graupmann Morgan Robinson Elise Johnson Matthew Wilkinson Ryan Oppegaard Wyatt Mosiman Adam Hodapp Elena Romashkova Karac Johnson Amanda Zacharias* Dylan Peters Emmett O'Donnell Alec Huynh Wyatt Singh Gabriel Joo Thomas Pratt Jacob Otolski Elizabeth Isaacson Andrew Walker William Kofski CLASS OF 2018 Benjamin Rautio Claire Sester Matthew Johnson Larry Larson Hunter Abraham Jaclyn Rebertus Ayush Shah Ethan Li CLASS OF 2019 Isabel Larus Afton Aiken Katherine Richman Gabrielle Smith Peter Linden Parthiv Krishna Corey Lau Zachary Ambrosen Jenna Ridler Parker Lougheed Frank Lu John Leppik Caroline Anderson Kaitlin Roberts AP SCHOLARS Ian Mallery Ethan Mirman Benjamin Livorsi Eric Anderson Michael Ruoff WITH HONOR Kenna McRae Annabelle Lohrenz Sunhyoung Bang Katherine Schiltz Anna Mott AP SCHOLARS Liliana Loosbrock Henry Bixler Emily Schulenberg CLASS OF 2017 Max Musselman WITH DISTINCTION Edward Mahoney Zane Bush Jake Schulz David Allen Samuel Niefeld Lauren Michels Oliver Calder Aneri Shah Jonathan Barnett Eleana Nordos CLASS OF 2017 Makayla Moses Dana Caron Christopher Simmons Sarah Bartoloni William O'Connor Rachel Adamek McCrae Mower Patrick Carroll Benjamin Stolar Savannah Bhojwani Sydney O'Dell Emma Alberts Matthew Muller Siobhan Cleary Calvin Stromwall Jonathan Bremner Sadie Olson Morgan Ambourn Nicholas Noble Tatyana Cox Amanda Tahnk-Johnson Benjamin Brokaw Jack Queenan Joshua Anderson Fiona O'Connell Christina Crassas Oliver Thomasson Ansley Bryan Madeleine Sangma Isabelle Aragon-Menzel Molly Olson Benjamin Dickinson Sophia Timba Matthew Burg Samuel Schini Brianna Bailey Lauren Otolski Evan Dion Caleb Trantham Emily Crawford Isaac Schrof Kelsey Bailey Sarah Patridge Benjamin Eichelman Alexander Traxler Hannah Dvorak Trevor Seets Beau Bakken Lindsay Peifer Kaitlyn Eisenmann Priscilla Trinh John Eggenberger Sky Sotto Anna Barnard Evan Peterson Gabrielle Evans Vanessa Van Holland Jackson Eggers Caitlin Vatland Tucker Bhojwani Ryker Powell Alexander Ewald Jacob Weber Elliot Forst Jessica Wang Curran Birdwell Marshall Quist Shane Falkum Run Zhou Jason Fredrickson Benjamin Wiley Patrick Brady Sophia Rae Dylan Friendly Rachel Froehling Kathryn Woods Hannah Broadbent Adrienne Retzlaff Adalee Gill CLASS OF 2019 Joshua Greiner Selena Zingsheim Cedric Caille Timothy Rogers Hanna Gimse Cameron Anundson Alexandra Hallett Benjamin Callister Max Rosen Benjamin Glukh Christine Cannon Elena Hansen CLASS OF 2018 Brevin Clark Abigail Rundquist Bryan Grady Jakob Charbonnet Andre Havasi Evelyn Armstrong Christopher Clarke Saya Sabin Reagan Greene Annabel Cho Matthew Johnson Nathaniel Budijono Kathryn Crandell Annmarie Schmid Xihe Han Alistair Crabb Sether Johnson Luke Bunday Joseph Cutts Jordan Schuster Paige Hill Micah Curran Riley Kahlmeyer Erika Bussmann Robert Dow Andrew Shellum Manav Kalathil Hannah Ditto Emily Kasprick Saahil Chadha Emma Dufresne Nathan Shoemaker Stanley Kohls Curt Ell-Egermeier Harini Kethar Logan Cummings Carl Ell-Egermeier Kyla Slator Kylie Landa Oliver Forst Dylan Kiefer Ashley Gao Emily Endy Justin Leaf

*Denotes completetion of the AP International Diploma (APID). The APID is available to U.S. high school students applying to universities outside the country and certifies outstanding academic excellence with a global perspective. Students must score a 3 or higher on 5 or more AP exams that 6 meet APID criteria. INNOVATE. INSPIRE. EXCEL.

Kathryn Lewis Samuel Dahl Benjamin Jansen Samuel Durkee Ryan O'Neill Matthew Kasprick Olivia Nelson Lauren Hagen Elisabeth Johnson Liliana Felton Victoria Osterhus Jarrett Krouss Lylian Nguyen Blake Heyman Emily Johnson Emma Freebersyser Cory Pengelly Shelby Len Keilin Omara Ilana Levine Nichole Johnson Kate Gallagher Katriona Peterson Nicholas Littler Thomas Pederson Alexander Morgan Danny Joyce Ruby Gatenby Beau Pullman Eleanor Moore Anna Peterson Graham Ness Meghan Keenan Maxwell Guderian Ethan Quaye Luna Moreno Bohada Nathan Pierstorff Jacob Ode Nicole Klasen Nicole Klasen Charles Quinn Nathan Olmsted Johanna Praska Rachel Park Daniel Kollodge Xihe Han David Roderick Jake Pankoff Daniel Pyzdrowski Daniel Paulson-Luna Henry Kosvic Jack Hanzlik Rebecca Rosen Rodney Peterson Benjamin Rautio Maxwell Rader Claire Landman Benjamin Hare Cole Schmidt Briette Platt Gillian Rieder Jack Rapini Aparna Leena Grant Hargrave Mark Schmitz Sarah Rhodes Jakob Siefker Alison Sundem Clare Liedtke Briggs Haugen Blake Silas Lake Rickenbach Sydney Smith Ethan Tran Parker Magid Simen Hayes Taylor Skarda Sergio Rivas Ryan Soderberg Mari Mazarguil Anna Hoffmann Ava Stanek Simon Roemig Jack Stanek CLASS OF 2020 Nicholas McReavy Michael Hoopes Andrew Sumner William Roslansky Elizabeth Steffens Moosa Khan Dalton Mecklenburg Andrew Horinek Braden Synstelien Abbey Schmitz John Steiger Jaden Ma Jordan Melz Andrew Howe Ani Tobin Mikayla Schultz Cecilia Stratton Maxwell Meyer Jack Meredith Austin Johnson Olivia Tornes Marie Senescall Marta Torelli Brigitta Olsen Anna Jones Erika Van Wagenen Breelyn Stelle Lindsey Vugteveen AP SCHOLARS Ryan Peroutka Katie Kamrowski Charles Wagner Christopher Su Sarah Yang Nicholas Petersen Macallister Karrick Megan Walker Christopher Tadros CLASS OF 2017 Cole Rein Madeline Kertson Kathryn Ward Brooke Van Horne CLASS OF 2018 Aaron Amin Lauren Revsbech Joshua Kizilos Benjamin Weibel Connor Wacker Emily Boismier Jonathan Barnett Mia Rogneby Allyson Kuzara Benjamin Wheaton Jordan Zais Julia Brazeau Sarah Bartoloni Emma Rothwell Elizabeth Lagerback Soraya Wiese Sydney Zais Graham Caron Eric Benson Harrison Rowe Lydia Larson Joshua Yahna Leonardo Clarke Hope Blackford Kelsey Schmitz Noah Larson Sonja Zbinden CLASS OF 2020 Keira Clyborne Madeline Blanz Parker Schorle Ethan Leicester James Bohn Jacob Dahl Spencer Bonnette Caleb Schumacher Carson Lennon CLASS OF 2019 Jacob Bridge Ryan Elder Jack Bowman Sarah Scriver Drew Lind Patrick Brislin Alexandra Farrell Anna Erickson Jonathan Bremner Cole Shipman Rebecca Mahannah Gabriel Brown Cross Gibson Aaron Fazzio Laura Buckman Cecilia Stratton Anne Malloy Lucas Chow Gunnar Jagodzinske Maxwell Fuecker Kaitlin Campbell Olivier Thiss Andrew Manderfeld Lauren Cooper Max Lindholm Nathaniel Hayden Suzanne Cavalier Adam Thompson Ian Masui Jacob Engdahl Gabrielle Odom Tyler Heim Christopher Chayet Marta Torelli Benjamin Meier Rebecca Ericson Charles Roslansky Aidan Hill Connor Cooley Dylan Tuttle Scott Millard Lindsay Evans Nathan Schneider David Hodel Anthony Cortilet Leora Vainshelboim Gavin Mostoller Alejandro Ferrer-Lugo Skyler Seets Erik Hoeting Tori Demers Nikhil Vimal Abby Ness Cole Forsmark Sophie Hollander Mary Dick Adam Vogelsberg Evan Newlund Shawn Frommelt Elizabeth Honey Rachel Dille Dustin Wandrei Jonathan Olmsted Nick Gordon Alexander Jacobs Jake Doerrler Teresa Wroblewski Benjamin Olson Molly Johanson Alanna Julius Carl Eaton Phillip Knopp CLASS OF 2018 Rainer Erani National AP Scholar AP Katherine Lutz Connor Erb Brynne Adams Katherine McDonald AP with Scholar AP Andrew Erdahl Heidi Ahrenholtz Scholar Distinction with Honor Scholar Anna Newell Christian Erhard Madison Bebow 2017 60 237 98 211 Cole Pelletier Erin Falline Nicholas Behling Olivia Rey Bengt Fredrickson Isabella Bertogliat 2016 40 220 93 151 Aubrey Salita Vishal Birkebak Peter Gaffney 2015 43 192 99 169 Lobsang Serpolamatsang Evan Green Karl Boulter Samuel Simonett Tres Green Annaka Buchstaber 2014 42 133 64 165 Anne Smith Joshua Greiner Sawyer Buhman 2013 36 145 78 137 Emma Von Feldt Deven Burkhart Matthew Haas 2012 37 76 67 125 Adam Ward Blair Hall Matthew Carr Adam Wilkinson Haley Hartmann Joseph Cassidy 2011 27 76 51 86 Daniel Hebeisen Anne Cooke 2010 25 81 55 98 CLASS OF 2019 Garrett Corwin Alexander Heine 2009 23 60 49 90 Alexandra Baker Jaron Holm Christian Cote Viktor Boris Austin Hopp Austin Davis 2008 8 51 41 65 Preston Chan Miles Irmer Rachel Dill 2007 8 47 46 79

7 MINNETONKA PUBLIC SCHOOLS The Class of 2017 is College Bound

The class of 2017 submitted 2,670 total applications to 425 colleges % and universities. These students earned 1,831 acceptances from 295 institutions—from New York to California, Minnesota to Texas, of seniors98 graduated Australia to Vancouver—and enrolled in the 181 institutions below.

Alexandria Technical and Colorado School of Mines (2) Lake Superior College (3) Community College (1) Colorado State Univ. (5) Lancaster Univ. (1) % American Univ. (1) Columbia College Chicago (1) Lawrence Univ. (2) Anoka-Ramsey Community Concordia Univ. at St. Paul (1) Liberty Univ. (1) 90 College (1) college bound Creighton Univ. (3) Lipscomb Univ. (1) Arizona State Univ. (5) Crown College (2) Loyola Univ. Chicago (2) Auburn Univ. (1) DePaul Univ. (5) Marquette Univ. (2) Augsburg Univ. (3) Des Moines Area Massachusetts Institute of % Augustana Univ. (SD) (2) Community College (1) Technology (1) 79 Aveda Institute (1) Drake Univ. (1) McGill Univ. (3) attending four-year colleges and Barnard College (2) Dunwoody College of McNally Smith College universities Baylor Univ. (1) Technology (6) of Music (1) Beacon College (1) Eastern Michigan Univ. (1) Merrimack College (1) Belhaven Univ. (1) Florida State Univ. (2) Miami Univ., Oxford (1) Bemidji State Univ. (6) Fordham Univ. (3) Michigan Technological Univ. % (2) Bethel Univ.-MN (6) Fort Lewis College (1) 11 Middle Tennessee State Univ. attending two-year colleges Boston Univ. (1) Full Sail Univ. (1) (1) Brigham Young Univ. (1) Gap year—Rotary Exchange Minneapolis Community and in Italy (1) California Lutheran Univ. (1) Technical College (2) Georgia Institute of Tech. (2) California Polytechnic State Minnesota State Univ., % Univ., San Luis Obispo (4) Grand Canyon Univ. (3) Mankato (9) 40 Carleton College (2) Grand View Univ. (1) Montana State Univ., Bozeman attending Minnesota colleges and Carthage College (2) Gustavus Adolphus College (3) (13) universities Central Lakes College (1) Hamline Univ. (1) Neumann Univ. (1) Century College (1) Hampshire College (1) Normandale Community College (35) Chapman Univ. (1) Harvey Mudd College (1) North Dakota State Univ. (9) % Citadel, The Military College Hennepin Technical College (5) North Park Univ. (2) 50 of South Carolina (1) Hillsdale College (1) attending out-of-state Clemson Univ. (1) Northeastern Univ. (3) colleges and universities Hope College (2) Northern Michigan Univ. (1) Colby College (1) Indiana Univ. at Bloomington Colgate Univ. (1) (2) Northwestern Univ. (1) College of Saint Benedict (3) Iowa State Univ. (22) Oxford College of Emory Univ. (1) College of St. Scholastica (1) Itasca Community College (1) Palm Beach Atlantic Univ. (1) 6 College of the Holy Cross (1) Ithaca College (1) entered PCI Academy (1) military service Colorado Christian Univ. (1) Johns Hopkins Univ. (1) Pennsylvania State Univ. (1) Colorado College (2) Kansas State Univ. (1) 8 Princeton Univ. (1) Colorado Mesa Univ. (1) Lake Region State College (1) INNOVATE. INSPIRE. EXCEL.

Purdue Univ. (1) The Univ. of Alabama (2) Univ. of Northern Iowa (2) Univ. of Wisconsin, Stout (9) Queen's Univ. (1) The Univ. of Arizona (4) Univ. of Northwestern (4) Univ. of Wisconsin, Superior (1) Ridgewater College (1) The Univ. of Iowa (4) Univ. of Notre Dame (1) Univ. of Wisconsin, Whitewater (1) Saint John's Univ. (MN) (2) The Univ. of Texas, Austin (1) Univ. of Oregon (1) Utah Valley Univ. (1) Saint Louis Univ. (1) Trinity College Dublin (1) Univ. of Pennsylvania (1) Virginia Tech (1) Saint Mary's Univ. of Minnesota Union College (New York) (1) Univ. of San Diego (1) Waldorf Univ. (1) (1) U.S. Naval Academy (2) Univ. of San Francisco (1) Washington Univ. in St. Louis (2) Samford Univ. (1) Univ. of British Columbia (1) Univ. of Sioux Falls (1) Western Illinois Univ. (1) Santa Barbara City College (3) Univ. of California, Univ. of South Carolina (1) Winona State Univ. (7) Santa Clara Univ. (1) San Diego (1) Univ. of South Dakota (1) Worcester Polytechnic Institute Savannah College of Art and Univ. of Chicago (3) Univ. of Southern California (5) Design (1) (1) Univ. of Colorado Univ. of Southern Mississippi (1) Seattle Univ. (1) at Boulder (4) Univ. of St Andrews (1) Smith College (1) Univ. of Dayton (1) Univ. of St. Thomas (21) South Dakota School of Mines Univ. of Denver (5) Univ. of Vermont (3) and Technology (1) Univ. of Florida (1) Univ. of Victoria (1) South Dakota State Univ. (4) Univ. of Kansas (4) Univ. of Virginia (1) A Minnetonka Southwest Minnesota State Univ. of Kentucky (2) Univ. (1) Univ. of Washington (4) diploma opens doors Univ. of Maine (1) St. Catherine Univ. - Univ. of Wisconsin, and expands opportunities St. Paul (1) Univ. of Manitoba (2) Eau Claire (8) for graduates as they pursue St. Cloud State Univ. (8) Univ. of Miami (1) Univ. of Wisconsin, their dreams. Univ. of Michigan (1) La Crosse (5) St. Cloud Technical & —School Board Vision Community College (1) Univ. of Minnesota, Duluth (22) Univ. of Wisconsin, Madison (17) St. Lawrence Univ. (1) Univ. of Minnesota, Morris (3) Univ. of Wisconsin, Milwaukee St. Olaf College (13) Univ. of Minnesota, Twin Cities (3) Texas A&M Univ. (1) (81) Univ. of Wisconsin, Oshkosh (1) Texas Christian Univ. (2) Univ. of Missouri Columbia (1) Univ. of Wisconsin, Parkside (1) The Institute of Production & Univ. of Nebraska at Lincoln (6) Univ. of Wisconsin, River Falls (3) Recording (1) Univ. of Newcastle (1) Univ. of Wisconsin, Stevens The Ohio State Univ. (1) Univ. of North Dakota (14) Point (2) 9 MINNETONKA PUBLIC SCHOOLS Ahead of Peers Nationally Spring 2017 NWEA Results When kindergarten students enter Minnetonka schools, they arrive on par with kindergarteners nationwide. Over the next six years, a transformation occurs as they excel. By the end of elementary school, the average fifth grader in Chinese, English or Spanish Immersion is performing beyond the 11th-grade level in reading and math compared to national norms. The table shows the average Minnetonka student’s performance compared to national grade-level criteria on the NWEA Measures of Academic Progress. The graph shows that at the end of each grade, students are performing many grade levels ahead of peers nationally based on the NWEA Measures of Academic Progress.

Minnetonka Reading is at: Math is at: kindergarten Early 1st Grade Early 1st Grade

grade 1 End of 2nd Grade Early 3rd Grade

grade 2 Early 4th Grade Early 4th Grade

grade 3 End of 5th Grade Mid 5th Grade

grade 4 Mid 8th Grade Early 8th Grade

grade 5 Beyond 11th Grade Beyond 11th Grade

grade 6 Beyond 11th Grade Beyond 11th Grade

grade 7 No longer tested Beyond 11th Grade

grade 8 No longer tested Beyond 11th Grade

Spring 2017 MCA III Results SPRING 2017 MCA III STATE READING, MATH AND SCIENCE COMPARISONS Our students are performing extremely well in measurements collected through standardized testing. Comparable Metro Districts Most notably are the strong performances in Reading, Math, and Science. District Reading Math Science With regard to spring 2017 MCA III assessment results, Minnetonka students ranked second in the Twin Cities MINNETONKA 81.2 80.6 75.1 metro in Reading (with 81.2% proficient), moving up from fourth the prior year. In Math (with 80.6% Wayzata 81.7 80.3 76.8 proficient), Minnetonka ranked second in the metro, up from third the prior year. And, in Science (with 75.1% Edina 80.1 78.9 67.4 proficient), as in the past three years, Minnetonka Orono 79.3 74.2 74.8 students were also second in the metro area. Westonka 79.8 80.8 69.5

Eastern Carver County 68.4 61.9 63.0

Eden Prairie 74.4 69.9 65.7

Hopkins 63.6 61.0 52.1

10 State of Minnesota 60.2 58.6 54.2 INNOVATE. INSPIRE. EXCEL. Minnetonka’s Culture of Innovation Drives New Programming, Keeps District on Leading Edge

Eric Schneider, Associate Superintendent Across the State of Minnesota and across the nation, many, many others that may be less Minnetonka Schools has developed a strong reputation as visible, but no less impactful. a District of excellence. In addition to that impressive and The culture of innovation in Minnetonka important focus on excellence, Minnetonka has also become allows the District to build prototypes and a national leader in an area that is less common in the field of test ideas quickly. The District’s agility public education: Innovation. in the areas of innovation and problem Minnetonka’s nationally recognized culture of innovation solving grows confidence within the is based on a structured, predictable approach to employee employee group in ways that extend to the engagement that has been built over the past seven years. classroom and in our daily work with students. Minnetonka The District begins every fall with an open-innovation teachers often involve their students in discussions about event called The Big Hunt for Ideas, inviting all employees new ideas as well as help students learn how to use the tools to share their ideas through a virtual, web-based platform. that lead to innovative thinking such as Stanford University’s This “crowd-sourcing” approach allows staff to socialize their Design Thinking. In the end, our staff and students come to ideas with colleagues in a virtual environment and surface realize that any problem is solvable. the top small, medium, and big ideas at all school levels. In addition to providing great new ideas for the District Minnetonka’s approach to innovation combines Human- to consider, Minnetonka’s culture of innovation also helps Centered Design (focusing on empathy and the customer identify a new generation of leaders. Staff members who experience) and Lean Start-Up (micro-testing of ideas submit ideas and engage in the development of prototypes with minimal resources). Over time, this annual event has often step up to leadership roles in the new programs that produced game-changing innovations like VANTAGE, come as a result of the innovation process. This pipeline Tonka Online, Tonka Codes, Minnetonka Research and of innovative leaders promises to keep Minnetonka on the leading edge of public education for years to come. Students who learn to apply these tools are well on their way to being leaders of the future. Thanks to Minnetonka’s culture of innovation, the future looks bright for Minnetonka students and families!

Our approach to innovation has produced game- changing programs like VANTAGE & Minnetonka Research

11 MINNETONKA PUBLIC SCHOOLS Teaching Human-Centered Design to Our Staff and Students Nicole Snedden, District Innovation Coordinator to tackle that includes several perspectives so that when they’re in classrooms and teaching or learning curriculum, What is Human-Centered Design? they’re empathizing, collaborating, and problem-solving. It’s a creative approach to problem-solving, basically. It’s about really understanding Example of Use Today? and empathizing with the people you are designing for and then generating There are little pockets around the District where this kind of ideas and prototypes to test your new and design for learning happens. For example, I recently witnessed innovative solution to whatever problem a lesson at the high school with a group of ninth-grade physics it is you are trying to solve. students who were designing a toy structure for a company. They had to build a prototype that addressed a variety of parameters and requirements. The teacher redesigned the unit Why Do We Use this Approach so that students first had to go through the Human-Centered to Problem-Solving? Design process. They interviewed each other and then defined We’re teaching what it means to truly empathize. Giving our what the user really needed in this toy. It’s not just what they teachers and students those tools has been empowering. For thought they needed, it’s what the user needed. From there, teachers, it evokes that passion to foster students’ learning they were able to brainstorm and then create a prototype. and to share that love with their students. For students, it gives them more tools to solve problems quickly and in a way What About Our Younger Students? that is collaborative, thoughtful, and inclusive. Even our kindergarteners are weighing-in on the kind of space they need to learn best throughout the school year. How Did it Start in Minnetonka? This empowers them to be advocates of their own learning and to have an investment and a voice in what works Four years ago, when I was teaching fifth grade, I thought it best for them. Those are things that kids learn over the would be a great opportunity for my students to take what years, but to be able to know it intrinsically and advocate they were learning in our curriculum and partner with for themselves, this helps students know who they are. architects, designers, and engineers to propose a redesign of their own learning space. Thus, Design Why is Human-Centered Design such a Powerful, for Learning was born and the start of Human-Centered Impactful Approach to Learning? Design began to grow in When using Human-Centered Design, we embrace the belief our District. Later we that all problems can be solved and that the people who realized this process face the problems are the ones who hold the key to the best isn’t just about space. solutions. This helps us to be deeply invested in others’ points Students, teachers of view, to work together, to think critically, to drive toward and staff can use action and a solution and to take risks in prototyping and this process for presenting new possibilities. any big problem they are trying

Epathie Ideate

Define Prototpe

Test

12 INNOVATE. INSPIRE. EXCEL. Minnetonka High School Student Innovation Work Robb Virgin, Minnetonka High School Assistant Principal When we bring the Human-Centered Design process to students, we show them it’s more of a roadmap than a step-by-step recipe. The “Empathize” and “Test” elements are the two main pillars, and the others ebb and flow from that. The process allows us to empathize with a user—both students and adults—and immediately test potential solutions. It teaches perseverance because we start with the smallest possible test case and see what’s working. We then omit what isn’t working, scale up what is, and then test again— all in a secure environment. Practically, we can put an issue in front of students and watch them test solutions for a half hour, or ask them what it looks like after 15 minutes. We learn much more than we would in a series of committee meetings meant to solve the same issue. In the end, the focus on the user makes this process a great fit in education.

Innovation: Innovation: Innovation: Extending Curriculum Recognizing Authenticity Safer Roadways for Students Alexandra Hernandez, Class of 2018 Connor Hansen, Class of 2019 Dominic Barry, Class of 2020 "It’s amazing to be part of a group of students "If I were to describe the entire innovation "The Student Innovation team helps bring who are representatives of innovation at our process in one word, it would be 'authentic.' an entirely new perspective to the table. high school. We’ve been able to learn the It’s about starting small, prototyping, I worked on a team to make the roadways innovation process and all of the steps, and and if it flops it flops—that’s just how it goes around Minnetonka High School safer. then apply them to solve larger problems. sometimes. Along the frontage road near the high My group worked with the language The whole Human-Centered Design process school, a lot of kids are crossing the street department. We’re trying to incorporate makes total sense. What I think sets it apart every morning. During much of the school more culture into the world language is the empathy piece. Empathy doesn’t year, it’s dark in the morning, and if people curriculum, like the Immersion curriculum, necessarily drive forward innovation, but are rushing to get to school, it can be a so that students can understand more about it drives forth understanding of different somewhat dangerous situation. the culture, the food and the customs that points of view, ideas you may not be We surveyed a few hundred students here surround each language. comfortable with, or concepts you simply to see if they thought safety was an issue, We have come across some obstacles, don’t know. and a large number of students agreed it which is completely normal. As much as Sometimes, if people are used to something was. There are a lot of ideas in the works I thought it was challenging to overcome one way, they don’t like change. Innovation for how we might solve this problem. So far these obstacles at the time, looking back, is inherently messy. Through the Student it has required a lot of brainstorming and I appreciate them because they helped us Innovation Team we’ve learned in an connecting with individuals such as the city learn so much more. Sometimes, we had to authentic way in a safe and supportive manager, engineers and budget experts. rethink our approach. When going through environment. We didn’t try to avoid I feel the Innovation team helps us work the innovation process you might feel like confrontation. The process helped us look toward changes like these in a way that you're backtracking, but you move forward at polarizing topics, in some cases, with wouldn’t happen if we didn’t have a voice with better ideas for the long run. It was more of a bird’s eye view. We were then able at the table." interesting to see first-hand how we moved to determine, as a group, what we thought back and forth throughout the process, was the best way forward." persevering over the course of the year to 13 make progress." MINNETONKA PUBLIC SCHOOLS How We Work The Teaching & Learning Framework

Sara White, Director of Teacher Development The Minnetonka Teaching and Learning Framework, first conceived in 2015, brings Minnetonka’s instructional values to life. The Framework provides Minnetonka educators with a powerful toolkit for planning meaningful, engaging instruction in a 21st Century landscape where skills like critical thinking and creativity are essential and where the nature of life and work is changing rapidly. The Framework’s eight dimensions are applicable at all developmental levels and all content areas, thus providing educators the tools they need to design engaging experiences for their E-12 students. In Minnetonka, teachers proudly display posters of the Framework in their classrooms and openly share their efforts to authentically represent the Framework in their work with students, thus creating a noticeable culture shift throughout the District.

Framework Focus Authentic & Real-World Learning Authentic and real-world learning is the power dimension on the Framework. When students are engaged with real-world audiences in an effort to solve an authentic problem they will likely also be engaged with the other dimensions at high levels of complexity. Developing experiential learning opportunities for students continues to be a goal for both the School Board as well as the Teaching and Learning Department. As teachers shift their instructional practices to align with these goals, families will notice a change in how their children are assessed and the learning activities they’re engaged in. Assessments will be less about paper and pencil tests and more about products that are evaluated against rubrics.

14 INNOVATE. INSPIRE. EXCEL. Designing Student Experiences For Meaning, Engagement & Deeper Learning

Authentic & Real-World Learning Students are engaging in authentic and real-world learning when they define and develop solutions to problems that they have encountered or are likely to encounter in their lives, or when they complete a task for which they have not received explicit instruction.

Collaboration Students are collaborating when they work in pairs or groups to discuss an issue, solve a problem, and/or create a product; students are collaborating skillfully when they resolve controversy and conflict through negotiation.

Communication

Students are communicating when they connect and share ideas, and when they choose the right medium(s) to express their thoughts.

Creativity

Students are demonstrating creativity when they develop and/or revise ideas with attention to originality.

Critical Thinking Students are thinking critically when they systematically go beyond knowledge reproduction to analyze, synthesize, evaluate, or organize information in ways that generate understandings that are new to them.

Global Learning Students are demonstrating their understandings of the complexities of cultures and global issues and their ability to see viewpoints beyond their own when they leverage their experiences to positively impact the world around them.

Personalized Learning Students are personalizing their learning when they choose an element of the content, product, and/or process for their learning, and when they set and monitor their own learning goals.

Use of Technology for Learning

Students are using technology for learning when they complete all or part of an activity using technology and move from consumers of content to producers of knowledge.

15 MINNETONKA PUBLIC SCHOOLS The Minnetonka Student Journey to Success

16 INNOVATE. INSPIRE. EXCEL. The Minnetonka Student Journey to Success

17 MINNETONKA PUBLIC SCHOOLS Authentic & Real-World Learning Minnetonka's authentic and real-world learning experiences help students find meaning, engagement and deeper learning no matter the topic. Discover a few of these stories from our teachers' (left) and students' (right) viewpoints. The Minnetonka Teacher Voice

Navigator/VANTAGE MME Passion Project Minnetonka Research Mark Storck, Scenic Heights Nicole Berwanger, MME Kim Hoehne, Director "Each of the past four years, the fourth grade "Sixth graders at MME spent two months last "In the fall of 2016, Minnetonka Research Navigator classes at Scenic Heights have spring exploring, creating, and presenting a opened its doors for the first time to done a collaborative research project and "Passion Project." Students selected a topic 47 students, each excited to embark on a new presentation, in partnership with the high and then learned how to do primary and journey. No one knew exactly what would school VANTAGE students. secondary research to explore it and used lie ahead, but it was guaranteed to include Earlier in the year, the VANTAGE students multi-media—video, PowerPoint, or Google curiosity, exploration, creativity, perseverance, took on projects for real companies, tackling Slides—to create a final presentation that they resilience and camaraderie. the problem and then presenting a solution. delivered in front of their class. The project Students developed their own research In the Navigator/VANTAGE project, those themes varied, unique to students’ interests. questions, dove in and gave it their all. same problems were given to our Navigator From in-depth reports on a celebrity or sports Researchers from across the globe embraced the students. Our students then worked in groups, figure, to learning what it takes to start a bakery, opportunity to mentor Minnetonka Research researched various ideas and options, and to understanding their family’s geographic students. Individuals and organizations were presented their recommendations to the origin, students used web searches, watched generous with their resources and helped us VANTAGE students, their classmates and YouTube videos, contacted experts, and did build a network of incredible support. interviews to gather information for their teachers, and their parents. All of the students Each student has a unique story from this played an important role on their project project. They learned how to find answers to their questions, how to draft a professional- inaugural year. The lessons learned were not team throughout the research process, and only about complex scientific content, but all co-presented at the end. This kind of real- looking correspondence when reaching out to experts for information, and how included lifelong skills in problem-solving, world learning is a home run. It is authentic, communication, and collaboration. real-world problem solving. It is about to manage the success or disappointments communication and collaboration. Students throughout their search for answers. For Throughout the year, students shared need to work well as a group and use their their presentations, students learned how to their experiences through email, mentor talents and skills in every area—from critical connect to an audience, pace their delivery communications, peer group discussions, thinking to technology use—to develop and and work on their voice, and use multi-media elevator speeches, blog posts and poster achieve something important together. It can skills to engage listeners. I can’t overstate the presentations at the spring symposium. The take students out of their comfort zone, and importance of real-world learning and how lessons learned, the obstacles overcome and that, too, is a valuable experience, as it helps much deeper the learning is when the subject the collaborative relationships developed were them rise to a challenge in a way they may matter applies to their real lives or interests. just as meaningful as any results." When students explore something they are have never experienced—to stay collaborative, Please visit the Beyond the Glass student blog personally passionate about, and at the same creative, and flexible. It’s very powerful. It’s so to read more from their point of view: time you’re able to teach them skills that will real, and it gets our students to apply those https://minnetonkaresearch.wordpress.com practical skills they’ve developed in real-world serve them throughout their lives, that’s when situations. Students definitely step up to the the real connection happens and you get challenge!” them to buy in."

18 INNOVATE. INSPIRE. EXCEL.

The Minnetonka Student Voice

Navigator/VANTAGE MME Passion Project Minnetonka Research Owen Wherry, Class of 2025 Katherine Chang, Class of 2023 Stanley Kohls, Class of 2018 "Creating a ‘virtual triage’ solution for a sports "When our class first learned about the "My Minnetonka Research project was on medicine clinic was our group’s Navigator/ Passion Project, a lot of students, including bioremediation; in particular, the treatment of VANTAGE project. Virtual triage is a way to get me, were nervous about freestyling our own wastewater pollution with algae. A lot of work medical help when a doctor isn’t close by. We projects all the way through—from picking has already been done on this topic, but my were asked to come up with what it would look a topic, to the research process, to the focus is working to understand and optimize like and how it could address sports injuries in presentation. By the end, though, I loved the methods for success. One of my biggest the field. One team member said we should create freedom of doing my project and presentation takeaways from last year was that research is a an app, one said a drone could fly in and drop off any way I wanted to. I chose J.K. Rowling as lot more about working through the errors that medical supplies, and one thought an online face- my topic because I love reading, and I lean you encoutner even though you start a project to-face solution was best. In Navigators, I think toward fiction and fantasy. I also love to thinking you know what you're going to do. we sometimes feel like our own idea is the best write and have authored some short stories. I've realized that after getting through that next idea, so it’s harder to do a collaborative project, So, in researching J.K. Rowling, I wanted to step, you need to keep on learning and digging where we have five students all with their own learn all about her—her history—including deeper. You're never completely satisfied with ‘best’ idea when we have to pick one. The key is her childhood and early career and then how what you can get done. That's why research is valuing the needs of others and not ourselves, so she became such an accomplished author. I so intriguing to me ... there's always another we tried to do that and stay focused on finding watched video interviews of her online, I read step you can take. a solution that served others. I was project articles on her, and I wrote her a letter. I never manager, and that can be hard. You want to help did hear back, but I checked the mailbox every A lot of times we think about research as the the group work together and keep things on track, day. It was a great project because we learned cool, concrete novel discoveries, like Einstein's but you also want to be sure to do your part of the how you get the information you need to tell Theory of Relativity. What's great about the project. Otherwise, you’re just a boss, and that’s the whole story and how to be persistent and Minnetonka Research opportunity is that you not a real leader. Our group decided to create a thorough in doing that. I also learned that understand that there are so many levels and Virtual Triage App, and we added in some of the people aren’t always what they seem and so many topics that need to be researched ... other features—like the online face-to-face chat that there’s a lot under the surface. Like, J.K. that need to be done to make a difference. option. Our primary research included surveys Rowling … she is this really successful, world- The independence required in Minnetonka of students and focus groups with parents. We renowned author, but when you dig deep Research is unlike any class in high school. also shadowed athletic trainers. The great thing into her history, you see her early years were You basically design your own curriculum, set is that what we came up with could be used for tough, and she had to work really hard to get a timeline of milestones so you can complete different situations—not just sports. It could be to where she is. The thing is … everyone has all the steps you've defined and interact used in remote countries where you don’t have a a back story, everyone has more to them and professionally with experts in the field. That lot of doctors close by or on boats or planes where more you can learn from them. You just have level of responsibility influences how you there aren’t always medical professionals." to find it." approach the work in all your classes."

19 MINNETONKA PUBLIC SCHOOLS 2016-17 District Points of Pride • Girls Alpine Ski team competed in the ACADEMICS ARTS state meet • Will Rooke won the Metro ECSU • MHS Marching Band won the Class • Boys Alpine Ski team won the state Regional Spelling Bee and competed AA Youth in Music State Marching championship at Scripps National Spelling Bee Band Competition • The Skippers competed in the Class • Five Class of 2017 students earned a • “Bye Bye Birdie,” the MHS fall 6A State Football tournament, its third score of 36 on the ACT musical, won 19 Spotlight Awards appearance in school history • MMW Speech Team placed first at state from the Hennepin Theatre Trust, including Outstanding Overall • Girls basketball qualified for state for • MMW Science Bowl competed in the Production of a Musical the second year in a row National Science Bowl for the second • Wrestling qualified for state for the consecutive year • “Titanic,” the MHS spring musical, won 26 Spotlight Awards, including second year in a row • The MHS DECA Team sent 94 Outstanding Overall Production of a • Adapted Bowling won the ASD Team students to the state competition and Musical State Championship 31 to the international competition • The One Act play, “The Normal • Girls gymnastics qualified for state • Four MHS students qualified for the Heart,” won top honors at state state debate tournament in Public • Girls Swimming and Diving qualified Forum Debate • One MHS Music Listening Team for the state meet qualified for state • Erika Bussmann received an MDE • Boys Swimming and Diving won the Scholar of Distinction award in • National Scholastic Art Awards: 10 True Team and State Championships; Mathematics Gold Key winners, 15 Silver Key the 200-yard medley relay team broke winners, 38 Honorable Mentions the national public high school record • Isabel Larus was named a National Hispanic Scholar by the College Board • Two MHS students won Gold Key • The Varsity Competitive Cheerleaders Scholastic Writing Awards became the first Minnesota team to • Jack Queenan earned the MDE win two UCA national titles in a year Meritorious Award in Science • Four boys and 16 girls qualified for the state honor choirs in grades 4-5-6 • Bella Lambert won the 2016 Class AA • Harini Kethar was named a National singles state championship in tennis Winner for Outstanding Research in • 15 students participated in the middle Medicine and Health Sciences by the school level state honor choirs • Boys Cross Country: Brothers Matt U.S. Department of Defense and Adam Wilkinson competed in the state meet • The MHS Science Olympiad team ATHLETICS placed sixth overall out of 33 • Boys Golf won second place at the • Tres Green, Carter Heikkila and Minnesota teams Class AAA state tournament Jordan Schuster competed in the state Nordic Ski meet • Earning top honors in world language • Senior Ben Sigel placed second as competitions: 15 students, Le Grand an individual in the Boys Golf state • Twenty student athletes in the Class of Concours Gold Awards; 12 students, tournament and was named 2017 signed National Letters of Intent A Vous la Parole Blue Ribbons; one Mr. Golf 2017 for college athletics student, National Spanish Language • Girls Track and Field team won the Exam Gold Award; two students, 2017 Minnesota State True Team Class SERVICE National German Exam Gold AAA Championship Certificates • 337 students earned President’s Volunteer • Boys Tennis won the Class AA Service awards, reporting 48,487 hours of • The MHS Math Team qualified for state championship service locally and globally the Minnesota Math League State Tournament for the eighth straight year • Girls Cross Country competed in the • 20 MHS students earned varsity letters Class AA state championship meet in community service • Supermileage Club won 1st place in the Experimental Class at the 29th Annual • Girls Soccer won the Section 2AA title • Six students earned Prudential Spirit Supermileage Challenge and competed in the state tournament of Community Awards • The MME Chess Team placed fourth out of 32 teams at the SCA Statewide Scholastic Championship • MHS Physics Bowl placed second in their 12-state region

Boys Alpine Skiing Won the State Championship INNOVATE. INSPIRE. EXCEL.

“Titanic” won 26 Spotlight Awards, including Outstanding Overall Production of a Musical

• Ariana Feygin was named a Top by a Secondary Business Teacher PARENT SURVEY Middle Level Youth Volunteer in the • Football coach Dave Nelson was Prudential Spirit of Community inducted into the Anoka High School of parents rated the Awards program Hall of Fame education provided by the • Heart Week raised $41,000 for • Excelsior Elementary’s Alison % Minnetonka Family Friends Minnetonka School District Alowonle was a finalist in the 98 as excellent (76%) or good. • Jessica Larsen won the Rose Rees Minnesota Teacher of the Year Peace Award program • Minnetonka was named District of of elementary school STAFF ACHIEVEMENTS Distinction by District Administration parents and 95% of middle and high school • Minnetonka was named one of magazine for the Minnetonka % parents say they would the “Best Communities for Music Research innovation work 97 Education” by the National Association • Minnetonka teachers logged 1,822 recommend their child’s of Music Merchants (NAMM) registrations for summer learning school to others. Foundation opportunities, the majority of • Erik Sill was Minnesota MBITE 2016 which were professional learning of parents say the quality Teacher of the Year for Outstanding experiences led by Minnetonka of education has increased Contributions to Business Education teacher leaders and administrators % or remained exceptional in 97 the past five years.

of parents say the principal % of their child’s school is 95 accessible.

of parents are satisfied with the education in % math, science, language 94 arts, and social studies.

Bella Lambert won the Class AA singles state championship MINNETONKA PUBLIC SCHOOLS Serving the Needs of All Learners Michelle Ferris, Executive Director of Student Support Services Wilson Reading Systems is an evidence-based intervention that We work closely with families throughout the Minnetonka School District has implemented for students with process and value our parent partnerships, significant language disabilities, such as dyslexia. We are now in the encouraging parental involvement in second year of our work with Wilson Reading Systems programs, developing literacy skills. For every child, which features research-based, systematic and multisensory home activities that foster development of structured language curricula to help students with reading and vocabulary and comprehension skills make a language needs succeed. Our goal is to guide students in learning difference. We know that when parents read to read step-by-step, starting with the basic structure and rules of aloud to their children and have discussions language and then building to more advanced lessons over time. about the meaning of the text, children are exposed to more advanced concepts. Encouraging children to Through this work, we have seen great transformation in students’ speak up, express themselves, and think critically also helps in that lives. We are giving them critical tools to read and write, building it develops oral and mental skills that can later be translated into confidence, and empowering them to achieve. The instructional writing and composition abilities. principles help learners gain literacy skills and provide a common framework for those who need further intervention. Our highly About Student Support Services: The Department of Student trained reading specialists and special educators, along with Support Services works to ensure the necessary supports and insights and input from our students’ teachers and principals, interventions for all students through Special Education, Section guide us in providing individual recommendations based on 504, English Language Learner programming, and Response to specific assessments. Intervention’s Multi-Tiered Systems of Support for academics and behavior. Through screening assessments and evaluation, evidence- Wilson’s programs include Fundations®, designed to build based practices to support students’ learning needs are put into foundational literacy skills for struggling or at-risk readers in grades place. School providers, including special educators, reading K-3; Just Words®, for students in grades 4-12 who are decoding specialists, school psychologists, counselors, social workers, and and encoding below grade level; and Wilson Reading System®, for building leadership teams, along with the students’ classroom students in grades 2-12 who are not making sufficient progress teachers, collaborate on student needs, direct instruction and high in their current intervention or who may require more intensive leverage interventions for individual student growth and learning. instruction due to a language-based learning disability, such as dyslexia. We have trained 61 staff across the District in Wilson Reading programs, and as we expand our Wilson programming, we are now piloting Fundations.

New Counseling Model Inspires a Personalized Pathway to Success for All Students Eric Schneider, Associate Superintendent Minnetonka’s school counselors have always focused on personalize their experience in Minnetonka while preparing to personalized relationships with students and families. Now, with make important decisions about their academic future. the introduction of several Naviance Family Connection tools at the This year, school counselors will lead important individual and middle school level, counselors will engage students and families small group discussions to help students interpret assessment in important conversations about student strengths, interests, and results. Families of middle school students will receive helpful personalized pathways to success. communication on this new model during the year, including ideas Through Family Connection, Minnetonka families will have for sparking conversations at home. In time, our eighth graders will the opportunity to review and discuss student results on several bring a full profile to the table as they map a very personalized, insightful assessments—Interest Inventory (grade 6), Strengths four-year high school plan—one that considers strengths, interests, Explorer (grade 7) and Career Key Assessment (grade 8)—to and college and career goals. gain better insight into their interests, talents and how they learn best. With a comprehensive profile at their fingertips on the Family Connection website, students will have one more way to

22 INNOVATE. INSPIRE. EXCEL.

District Advisory Committee 2016-17 School Year Greta Cutts Student James Donald Teacher Ann Hanstad Teacher Paule Hocker Parent, Community Member Stephanie Johnson Parent, Community Member Bryan McGinley Principal John Powers Parent, Community Member Anne Redfern Teacher Preparing the World's Best Matt Rega Parent, Director of Assessment Workforce: Summary Report Pete Rogan Minnetonka Public Schools is a top- Systems Goals and Support Parent, Community Member performing district in Minnesota, with innovative initiatives designed to inspire In 2015, the Minnetonka School Diane Rundquist in everyone a passion to excel. Board adopted a two-year goal on the Parent, Director of Advanced Learning Minnetonka Instructional Framework. The This World’s Best Workforce (WBWF) goal was to align 21st Century skills with Eric Schneider report summary, in accordance with 2013 authentic, real-life experiences and global Parent, Associate Superintendent Minnesota Statutes, shares Minnetonka perspectives, technology integrations and Public Schools’ progress toward the state’s personalized learning in order to create Lisa Sumner goal of creating the world’s best workforce. well-developed graduates. In 2016, that Parent, School Board Member This includes student achievementgoal was renewed and refined to consider Steve Urbanski goals, the strategies and initiatives that the following items: Director of Curriculum Minnetonka engaged in to meet those • Development of personalized goals, and the progress made by the end of pathways to success (E-12) Rhonda Van Bergen Parent, Community Member the 2015-16 school year. • Development of parent education Minnetonka Public Schools continues to tools to identify and nurture students’ Cort Vandlik evaluate and refine its plan to address the strengths, interests and skills Student following five, state-identified goals: • Guidance support for student selection of courses and activities Robb Virgin • All children are ready for school. Assistant Principal • All third graders can read at grade • Understanding of student needs level. • Leverage best practices of current Sara White Director of Teacher Development • All racial and economic achievement programs gaps between students are closed. • Evaluation of marketplace and skillset • All students graduate from high needs of employers school. The Teaching and Learning Department • All students are ready for career and responded to this goal through two college. platforms: the Minnetonka Instructional Framework and the school counselor department review. This Framework provides the road map for creating a 23 Continued on page 24 MINNETONKA PUBLIC SCHOOLS

Continued from page 23 personalized learning environment that essential learnings for their content and state and local academic standards. emphasizes both academic excellence and grades, analyzed these learnings through Depending on the age level and programs 21st Century skill development. Teachers common assessments, and developed students are enrolled in, these assessments were trained in the strategies articulated strategies to ensure high levels of learning guide teachers in meeting the needs of their in the Framework. The Guidance and for all students. students: Counseling review also addressed many Teacher and Principal Support • AAPPL Reading, Speaking, and of the goals, including identification of Listening (Spanish and Chinese strategies and processes for students to Minnetonka was one of the first districts to Immersion) develop personal goals and educational adopt Minnesota’s Q-Comp program which • ACT plans, development of an e-portfolio provides performance-based compensation model, and connection of the academic for teachers tied to student achievement • Istation (Spanish Immersion) program to the marketplace and skillset goals. Now in year twelve, Minnetonka • GRAD Writing needs of employers. teachers have two measures of student • IPA (Spanish and Chinese Immersion) achievement within the Q-Comp program: In addition to the focus on the Framework, • MCAs a District leadership team, including site and professional learning (PLC) goals. • NWEA Reading and Math principals, teachers, and the Director Principals collaborated with their teachers of Assessment, continued their work to to set ambitious school and PLC goals in • WIDA (ELL) address the needs of struggling students 2016-17. • YCT & HSK (Chinese Immersion) who have been identified with barriers to Three elementary schools, both middle The new Language Arts Curriculum, their learning. Each site created action plans schools, Minnetonka High School, and aligned to Common Core State Standards, of specific research-based interventions and Minnetonka Community Education Center will have a long-term impact on student made significant progress on their goals. met their site student achievement goals. achievement for both the elementary and Additionally, a district-wide program to Over 90 percent of PLCs met their secondary levels. Throughout the school address the specific needs of students with individual goals, ensuring high levels of year, students were assessed with locally language-based learning disabilities, such learning for their students. created common assessments in all content as dyslexia, was implemented in 2016-17. The Minnetonka Teacher Evaluation areas and grade levels. Teachers also used The 1:1 iPad program serves all students Growth Model goes beyond classroom NWEA data and analyzed the results grades 5-12. Rather than focusing on the observations to evaluate teachers on both through the TIES iCue system to determine device, technology instructional coaches student engagement and achievement. specific needs of subgroups. This process is Teachers set learning goals based on led by the District Assessment Director. their specific group of students. These In 2016-17, the World’s Best Workforce goals are developed in collaboration with legislation expanded to include Gifted and their professional learning communities Talented Education and Access to Excellent Professional by focusing on essential learnings in and Diverse Teachers. The Minnetonka development supported their department and/or grade level and High Potential Program serves students identifying the appropriate assessment through a wide array of programs that fall teachers in developing to measure that learning. Teacher into two main categories: Academically new strategies to engage Instructional Coaches and administrators Advanced and Intellectually Gifted. The students in deeper supported teachers in analyzing data, both identification tools and processes for each formative and summative, to identify needs program depend upon and align to the learning. areas. Coaches also worked with teachers to purpose of each program, the exceptional develop strategies specific to those needs. strengths of the students served, and goals Professional development supported of the service provided. Minnetonka Public teachers in developing new strategies to Schools has an extensive and consist process that is used district-wide to select, hire, and supported teachers in using the technology engage students in deeper learning through evaluate teachers. Through the use of this to assess and provide feedback to students strong student-teacher relationships, process, the District maintains a consistent in real-time. They supported teachers in authentic and relevant curriculum and distribution of quality teachers across the using technology to personalize learning, assessment, and by helping students district to ensure that all of its teachers and to address 21st Century skills: develop efficacy around their own learning. meet the same levels of proficiency. collaboration, communication, creativity, Student-Focused Excellence critical thinking, and global perspectives. Minnetonka Public Schools has a With their teacher instructional coaches comprehensive assessment portfolio to and their PLCs, teachers identified the evaluate student progress toward meeting

24 INNOVATE. INSPIRE. EXCEL. Goals and results for World’s Best Workforce

2016-17 Goals 2016-17 Minnetonka Results 2016-17 Statewide Results

All children ready The number of students enrolled in The number of students enrolled Not available. for school. preschool in 2016-17 will increase in preschool in 2015-16 was 312. by 3% compared to the same time The number of students enrolled period in 2015-16. in preschool in 2016-17 at the comparable time was 321, a 3% increase.

The number of students enrolled in The number of students enrolled ECFE in 2016-17 will increase by 10% in ECFE in 2015-16 was 180. The compared to the same time period in number of students enrolled 2015-16. in ECFE in 2016-17 at the comparable time was 210, an increase of 17%.

All students in third By June 1, 2017, 79.6% of students in Of 784 students in Grade 3 who Statewide, 56.5% of grade achieving Minnetonka Public Schools in Grade took the MCA-III, 602 met or students in Grade 3 who grade-level literacy. 3, will meet or exceed proficiency exceeded proficiency, 76.8%. take the MCA-III met or on the MCA-III Reading, an increase exceeded proficiency. of 2% over 2016 rates. In 2015 on the MCA-III Reading assessment, 77.6% of Minnetonka Public Schools students met this goal.

Closing To close the proficiency gap in Of the 919 non-white students Of the 143,067 non-white achievement reading by 2019, 74.6% of non-white who took the MCA III in Reading, students who took the gaps. students will be proficient on the 685, or 74.5%, were proficient. The MCA III in Reading, 59,945, MCA III in Reading in 2017. This will proficiency gap dropped to 8.1%. or 41.9%, were proficient. narrow the gap in proficiency from The proficiency gap is 9.2% to 7.2%. 26.9%.

To close the proficiency gap in Of the 912 non-white students math by 2019, 73.2% of non-white who took the MCA III in Math Of the 141,943 non-white students will be proficient on the 680, or 74.6%, were proficient. The students who took the MCA III in Math in 2017. This will proficiency gap dropped to 7.2%. MCA III in Math, 56,188, narrow the gap in proficiency from or 39.6%, were proficient. 10.8% to 9.8%. The proficiency gap is 28.0%

All students career- By June 1, 2017, 70% of Minnetonka Of the 641 Minnetonka graduates Of Minnesota graduates and college-ready 2017 graduates will be ready for who took the ACT, 449 were who took the ACT, 31.0 by graduation. college level coursework in all considered college-ready, 70.0%. percent were considered four areas (English Composition, college-ready. Algebra, Social Science, & Biology) as determined by the ACT. Of Minnetonka 2016 graduates, 68% met this target.

All students The 4-year graduation rate for As determined by the MDE, 96.1% In the state of Minnesota, graduate. Minnetonka High School students of MHS students graduated 82.2% of students in the as determined by the Minnesota in 2016. Graduation rates as class of 2016 graduated Department of Education will determined by the MDE are in 2016. increase from 95.5% in 2015 to available in the fall of the year. 95.6% in 2016.

25 MINNETONKA PUBLIC SCHOOLS Prudent Financial Management Being responsible stewards of taxpayer funds is a critical role of the Minnetonka 1.6% School Board, and board members take great pride in this, looking to taxpayers for support only as a last resort. In Minnetonka, state funding makes up 73% of the annual operating budget, federal funds account for 1.6%, and 25.4% is local funding. Of the % Local Sources 25.4 25.4%, nearly half is voter-approved referendum funding; the other local levies are State Sources based on formulas set in statute and approved by the School Board. 73.0% Federal Sources The Minnetonka School Board has worked diligently over the years to keep property tax levies as low as possible, and some years have had no increase. The School Board has done numerous refinancing and restructuring of capital bonds to lower interest rates and spread the cost of capital over the life of the assets to the benefit of taxpayers. 78 This has resulted in significantly lower annual bond payments, which, in turn, has translated into lower property tax levies than would have otherwise been possible.

4.1% 4.3% 7.0% Unaudited Actual Adopted Budget Instruction, Pupil Support Services & District General Fund 2016-17 2017-18 School Level Administration Beginning Assigned $2,257,724 $2,763,305 Facilities, Operations 84.5% & Maintenance Fund Balance Student Transportation Beginning Unassigned $14,849,544 $17,030,824 District Level Fund Balance Administration Revenue $113,740,157 $117,301,876 Expenditures $111,240,035 $115,117,469 78 Difference $2,500,122 $2,184,407 Transfer from Operating Capital 445,061 — % % 4.1 4.3 Transfer to Operating Capital (258,323) (271,924)

Ending Assigned Fund Balance $2,763,305 $1,643,915 School Level Ending Unassigned Fund Balance $17,030,824 $20,062,698 Education Services 91.5% Student Unassigned Fund Balance % 15.3% 17.4% Transportation

District Level Student Enrollment 10,451 10,650 Administration

78 Per-Pupil Spending Through careful planning 2015-16* Cost Per Pupil Ranking Minneapolis $15,648 11 13.6% and efficiency, Minnetonka spent $526 less per pupil St. Paul $15,051 16 Hopkins $12,281 60 % than the state average in Salaries 19.9 66.5% Eden Prairie $11,998 71 Bene ts & 2015-16 and $955 below the Payroll Taxes spending average for St. Louis Park $11,980 75 All Other Edina $11,574 92 six neighboring districts. State Average $11,279 — Anoka $11,258 114 78 Wayzata $11,150 120 Minnetonka $10,753 150 *MDE Profiles. Most recent comparable data available.

26 INNOVATE. INSPIRE. EXCEL. Consolidated Financial Statement

Minnetonka School District #276 The District is in the second year of a 10- has received the Excellence in Financial year financial plan following the 2015 Reporting Award every year since 1994. referendum. Therefore, revenues are The District’s financial team includes three budgeted to exceed expenses for fiscal Certified Public Accountants (CPAs). year 2017. This will allow the new voter- District financials are audited annually by approved referendum funding to be the firm of CliftonLarsonAllen. stretched over multiple years as promised to voters.

2016-17 2017-18 Actual Budget 2017-18 District General Fund Amounts Amounts % of Total REVENUES Finance Property Taxes $25,947,471 $26,650,298 22.7% Earnings on Investments 69,091 145,000 0.1% Advisory Other 2,476,840 2,951,578 2.5% Committee Local Sources 28,493,402 29,746,876 25.4% State Sources 83,468,871 85,679,735 73.0% Community Members Federal Sources 1,777,891 1,875,264 1.6% Pat Schmidt Total Revenue $113,740,164 $117,301,876 100.0% Brian Larson EXPENDITURES John Groton School Level Administration $3,071,582 $3,138,645 2.7% Elementary & Secondary Regular Instruction 63,590,580 66,301,444 57.6% Deirdre Keller Vocational Education Instruction 851,540 722,599 0.6% Paul Borowski Special Education Instruction 16,707,425 18,084,774 15.7% Peter Polingo Instructional Support Services 5,318,508 5,740,937 5.0% Pupil Support Services 3,421,487 3,323,769 2.9% Michelle Seets Sites & Buildings 7,022,578 6,847,195 5.9% Matt Chapman Fiscal & Other Fixed Cost Programs 1,363,562 1,212,858 1.1% Brad Honey District Level Administration 739,207 758,953 0.7% District Support Services 4,442,508 3,981,395 3.5% Per-Pupil Spending Transportation 4,382,395 5,004,900 4.3% School Board Representative Total Expenditures $111,240,035 $115,117,469 100.0% 2015-16* Cost Per Pupil Ranking John Holcomb Net Change in Fund Balance $2,500,122 $2,184,407 Minneapolis $15,648 11 St. Paul $15,051 16 FUND BALANCE District Administration Hopkins $12,281 60 Beginning of Year $17,107,268 $19,794,128 Eden Prairie $11,998 71 Transfer from Operating Capital 445,061 — Dennis Peterson St. Louis Park $11,980 75 Transfer to Operating Capital (258,323) (271,924) Paul Bourgeois End of Year $19,794,128 $21,706,611 Edina $11,574 92 Melissa Hallman State Average $11,279 — Bridget Merrill-Myhre Anoka $11,258 114 District General Fund: Includes General Fund Operations, Transportation & Activities. Note: Does not include Wayzata $11,150 120 Operating Capital, Arts Center, Dome Operations & Pagel Center. Minnetonka $10,753 150 This financial information provides only a snapshot of our District’s unaudited finances. The audit firm of CliftonLarsonAllen will complete the external audit in November and the District’s Comprehensive Financial Audit Report will be posted to the District website once it is complete. Please view additional financial documents and reports at: www.minnetonkaschools.org/finances.

27 NonProfit Org. Minnetonka Public Schools U.S. Postage Paid Dr. Dennis Peterson, Superintendent Minnetonka 5621 County Road 101 Schools Permit 1287 Minnetonka, MN 55345 Hopkins, MN www.MinnetonkaSchools.org 952-401-5000

www.minnetonkaschools.org 952-401-5000

The World’s Best Workforce Annual Report is required by statute. This report is prepared and paid for by Minnetonka Public Schools, ISD #276. Editors Dr. JacQui Getty, Executive Director of Communications Lyssa Campbell, APR, Communications Coordinator Contributing Designer & Editor Daniel Campbell, Content Marketing Strategist Photo credits Kemmetmueller Photography